TECHNOLOGY STANDARD III Karen Rowe Salisbury University EDUC 318 Spring 2010

With the increase in technology has come an increased awareness of ethical issues for safety and security with respect to how technology is used in education. Those issues include social networking, violation of acceptable use policies, netiquette, cyber bullying, protecting student data, and internet privacy. The Louisville public school system has taken steps to be proactive in an effort to address ethical issues that impact the Internet Safety & Security of their students. Internet Safety & Security Ethical Issues for Safety and Security

Social Networking Concerns:  The public posting of identifying information  Predators posing as teenagers

Acceptable Use Policies Violations  Using technology for personal use such as shopping  Using technology to access inappropriate content such as pornography

Netiquette Etiquette  The rules of etiquette that apply to traditional written communication also apply when communicating via the internet such as punctuation, salutations, formality and tone.  Teachers should incorporate the writing of electronic responses in lieu of paper and pencil responses to allow students to practice netiquette.

Cyber Bullying Concerns  Can have greater consequences than physical bullying due to  the scope of a potential audience  the anonymity of bullies  the increased challenge of retracting harmful information

Student Data Reasons  Identity theft for financial gain  Students do not monitor financial data  Unintentional unauthorized access  Failure to protect passwords  Failure to close programs

Internet Privacy Concerns  Information intended to be private being made public.  Weak passwords  Site flaws

A gap exists between those with reasonable access to digital technology including the physical access and knowledge to access, and those without reasonable access. Gender, socio economics, race, resource inequity, and teacher bias impacts the digital divide. EdChange has challenged educators to make a conscious effort to address the digital divide.challenged educators Digital Divide

Gender Causes  Males are generally more interested in manipulating technology.  Females generally view technology as a means to an end.  The violent and sexual nature of many video games inhibits an early interest among females, while males find it more enticing and as a result are more familiar with technology as a whole.

Socio economic Causes  A lower socio economic status generally means a lower access to digital media.  The development of digital media is financially driven, therefore targeted towards the higher socio economic class they believe will purchase it.  Students from lower socio economic classes are not shown the relevance of technology to their futures.

Race Causes  Digital media targets the white majority.  Digital media tends to project use based on stereotypes

Resource Equity Causes  Under resourced schools often times do not have current technology as a result of finances.  Under resourced schools do not effectively pursue grant opportunities.

Teacher Bias Causes  Teachers predetermine the population of students that will be exposed to technology.  Teachers tend to use only the technology they themselves are comfortable with.  Teachers may (wrongfully) presume all students prefer learning with technology over traditional methods.

The legal use of digital media involves concerns about copyright and fair use, both of which can be reduced by the use of Creative Commons. Legal Use of Digital Media

Copyright Definition  Copyright is a form of protection provided to creators of works. Copyright laws are based on the belief that the original creator of a work deserves to be compensated for the work and has the right to regulate the use of the work.

Fair Use Purpose Considerations  Fair use allows material currently copyrighted to be accessed and used for educational and research purposes as long as the use is not solely an avoidance to purchase the work.  Four factors should be considered prior to use. Four factors

Creative Commons Applications for Education About Creative Commons Licenses Available  Creative Commons is a nonprofit corporation whose goal is to simplify information sharing, acting as a clearinghouse of sorts, while working within copyright laws.  Creative Commons gives teachers and student access to high quality material.

Teachers have the opportunity to combat many of the issues rooted in technology and/or be good role models for students. For example, with regard to ethical issues for safety and security, teachers can make students aware of acceptable use policies and personally adhere to those policies. Additionally, teachers can incorporate appropriate technology, prefacing it with the guidelines students are expected to follow, into lessons. To help combat the digital divide, teachers should become aware of the causes of the divides that impact their teaching environments and take the necessary steps to eliminate those divides. With regard to the legal use of digital media, teachers should take advantage of professional development opportunities to ensure they remain current in their knowledge and develop a list of resources that eliminate legal concerns such as Creative Commons. Conclusion

References  About licenses. (n.d.). Creative Commons. Retrieved May 15, 2010, from  Gorski, P. C. (n.d.). 6 Ways I will challenge the digital divide in my classroom and school. In Free Hand-outs. Retrieved May 14, 2010, from EdChange Multicultural Pavilion website  Internet Safety. (n.d.). Louisville City Schools. Retrieved May 14, 2010, from  Thompson, K. (2005, Summer). Copyright 101. Learning and Leading With Technology, 32(7), Retrieved from  What is CC? (n.d.). Creative Commons. Retrieved May 15, 2010, from

Six Ways I Can Challenge The Digital Divide In My Classroom   By Paul C. Gorski for EdChange and the Multicultural Pavilion  Computer and Internet technologies are not equitably accessible to every individual. I must ensure that when I do teach with technology, I incorporate all needed adaptions available for people with disabilities.  The digital divide is a symptom of larger social and cultural inequities and my own prejudices sometimes help cycle those inequities. I must reflect on how I contribute to or challenge larger educational inequities and how this affects the way I implement technology in my own teaching.  The socio-cultural dimensions of the digital divide result in institutional discouragement to value technology-related fields for many people who are already disenfranchised by an inequitable education system. I must encourage women, people of color, people with disabilities, people for whom English is not a first language, and people from socio-economically disadvantaged backgrounds to value technology-related fields as accessible and attractive educational and career options.  The trend in educational technology is to find a new tool and squeeze it into teaching with little evidence of whether it actually improves teaching and learning. I must consider whether I am using technology for the sake of using technology or using it to truly enhance the teaching and learning experiences in my classes.  Computer-based discussions do not eliminate oppressive dialogue dynamics, but recreate them exactly as they take shape offline. I must not use technology to replace face-to-face interaction.  The fact that I enjoy teaching with technology does not mean all my students enjoy learning with technology. I must remember that although I am engaged by and learn well through various technologies, my students have a diversity of learning styles. I must not replace other teaching approaches with a solely or even mainly tech-centered approach.

Four Factors to Consider  The purpose and character of the intended use  The nature of the copyrighted work  The amount of the work intending to be used in relation to the work as a whole  The impact the intended use may have on the marketability of the work